Enseñanza y aprendizaje de la enumeración y el número natural en Educación Infantil
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2022-11-25
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(ES) En este trabajo se realiza una revisión de aspectos importantes referentes a las matemáticas, especialmente en el proceso de adquisición de conocimientos matemáticos; se comparan dos modelos de aprendizaje diferentes, el empirismo y el constructivismo; se explica la teoría de situaciones didácticas y sus variedades.
También se presenta un análisis basado en los actuales manuales infantiles y en las ventajas o carencias que estos tienen a la hora de cómo enseñar saberes matemáticos
Por último se plantea un diseño de dos actividades para niños de educación infantil, especialmente para niños con cuatro años, basado en dos conocimientos matemáticos, la enumeración y el número natural en su aspecto cardinal, con un modelo constructivista en el que se aprecie la capacidad del niño de solucionar el problema planteado.
(EN) In this work, a review of important aspects related to mathematics is carried out, especially in the process of acquiring mathematical knowledge; two different learning models are compared, empiricism and constructivism; The theory of didactic situations and its varieties are explained. An analysis based on the current children's manuals and the advantages or shortcomings that these have when it comes to how to teach mathematical knowledge is also presented. Finally, a design of two activities for children of early childhood education is proposed, especially for children with four years, based on two mathematical knowledge, enumeration and the natural number in its cardinal aspect, with a constructivist model in which the capacity is appreciated. of the child to solve the problem posed.
(EN) In this work, a review of important aspects related to mathematics is carried out, especially in the process of acquiring mathematical knowledge; two different learning models are compared, empiricism and constructivism; The theory of didactic situations and its varieties are explained. An analysis based on the current children's manuals and the advantages or shortcomings that these have when it comes to how to teach mathematical knowledge is also presented. Finally, a design of two activities for children of early childhood education is proposed, especially for children with four years, based on two mathematical knowledge, enumeration and the natural number in its cardinal aspect, with a constructivist model in which the capacity is appreciated. of the child to solve the problem posed.